Remedial Placement Scores Under Current Board Policy
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BOARD OF REGENTS BRIEFING PAPER HANDBOOK REVISION: Remedial Placement Scores BACKGROUND & POLICY CONTEXT OF ISSUE: Under current Board policy (Title 4, Chapter 16, Section 1), initial placement into English and mathematics is based upon standardized test scores. The current policy provides score ranges for placement into remedial and college-level English and mathematics. Staff recommends that in order to be placed into a college-level English course, a student must achieve an ACT English score of at least 18 or an SAT critical reading score of at least 440. In order to be placed into a college-level mathematics course, staff recommends that a student achieve an ACT math score of at least 22 or an SAT math score of at least 500. Universities and colleges may set other English and math scores if supported by institutional research. Further, as is provided in the current policy, placement decisions may also be made through formal assessment of students, including departmental diagnostic tests. Accuplacer, Compass, or other appropriate placement tools may also be used for placement in lieu of ACT or SAT. This change provides a needed update in scores for placement that are supported by national data and empirical research. The recommended ACT cut scores are based on ACT’s College Readiness Benchmark Scores. The College Readiness Benchmark Score is the minimum score in a specific subject area determined by ACT to indicate a 50 percent chance of obtaining a B or higher or about a 75 percent change of obtaining a C or higher in the corresponding entry-level credit-bearing college course. These scores were empirically derived based on national ACT data on the actual performance of students in college. Staff recommends that the ACT College Readiness Benchmark Score for English and mathematics be used in the NSHE remedial placement policy. ACT and SAT are not equivalent tests, and therefore staff cannot ascertain an equivalent SAT score from the recommended ACT score. Therefore, during the course of developing this policy proposal, staff relied on the expertise of university faculty who provided the recommendations for the English and mathematics cut scores. Faculty recommended an SAT critical reading score of at least 440 for placement in a college-level English course and an SAT math score of at least 500 for placement in a college-level mathematics course. These scores are set as minimum scores for placement, but the new policy establishes an institution’s ability to use higher scores if supported by institutional research. Further, staff recommends that these changes take effect for Fall 2010. SPECIFIC ACTIONS BEING RECOMMENDED OR REQUESTED: Amend Title 4, Chapter 16, Section 1, to revise the remedial cut scores as described above, effective Fall 2010. (See attached Policy Proposal.) IMPETUS (WHY NOW?): The development of this policy occurred over the last 12 months while working with the Academic Affairs Council and campus faculty to determine appropriate cut-scores for English and mathematics. The policy is brought forward at this time as general agreement has been reached on the scores for placement purposes. (STUDENT AND ACADEMIC AFFAIRS COMMITTEE 02/05/09) Ref. SAA-3, Page 1 of 48 BULLET POINTS TO SUPPORT REQUEST/RECOMMENDATION: The recommendation provides for a significantly simplified policy whereby cut-scores for placement into remedial English and mathematics are established, eliminating the score ranges that previously existed for numerous English and mathematics courses (both remedial and college-level). Faculty will have the added discretion of setting higher institutional cut scores if supported by institutional research. ACT cut scores are based on national data to predicate success in a college-level English or mathematics course given certain scores. University faculty provided recommended SAT critical reading and math scores based on skills assessment and prior experience in placing students. POTENTIAL ARGUMENTS AGAINST THE REQUEST/RECOMMENDATION: None have been brought forward. ALTERNATIVE(S) TO WHAT IS BEING REQUESTED/RECOMMENDED: Leave the policy as currently written with score ranges for remedial and college-level English and mathematics. COMPLIANCE WITH BOARD POLICY: Consistent With Current Board Policy: Title #_____ Chapter #_____ Section #_______ X Amends Current Board Policy: Title 4, Chapter 16, Section 1 Amends Current Procedures & Guidelines Manual: Chapter #_____ Section #_______ Other:________________________________________________________________________ X Fiscal Impact: Yes_____ No___X__ Explain:____________________________________________________________ (STUDENT AND ACADEMIC AFFAIRS COMMITTEE 02/05/09) Ref. SAA-3, Page 2 of 48 POLICY PROPOSAL TITLE 4, CHAPTER 16, SECTION 1 Remedial Placement Policy Additions appear in boldface italics; deletions are [stricken and bracketed] Section 1. NSHE Remedial Policy The remedial policies of the Nevada System of Higher Education are intended to ensure a foundation of knowledge and competencies that will assist students in successfully pursuing and attaining an academic degree. Students are strongly encouraged to prepare for the rigors of higher education prior to entering the NSHE. 1. Pursuant to federal regulations, institutions may make ability-to-benefit determinations using federally approved tests and passing scores to receive federal student aid. The Nevada System of Higher Education reserves the right to cancel the admission or registration of any individual whose attendance at a university or college, in the opinion of the appropriate administrative officer and the President, would not be mutually beneficial, as determined by the ability-to-benefit test, to that individual and the university or college. 2. Placement testing should take place prior to matriculation. Additionally, English and mathematics testing must take place no more than two years prior to matriculation. 3. All degree-seeking students who place [in] into developmental/remedial coursework must take the prescribed sequence of courses until remediation is completed. [Beginning Fall 2007, students] Students requiring remediation must complete all required coursework prior to completion of 30 college-level credits unless otherwise authorized by the institution. 4. English Placement. [Initial placement into English courses in the Nevada System of Higher Education will be based upon standardized test scores as noted below]. In order to be placed into a college-level English course, a student must achieve an ACT English score of at least 18 or an SAT critical reading score of at least 440. Universities and colleges may set other scores if supported by institutional research. Additional placement [will] may also be determined through formal assessment of students including departmental diagnostic writing and/or reading tests, submission of writing samples, and/or a student portfolio for evaluation by faculty, as determined by each institution’s English department. Accuplacer, Compass, or other appropriate placement [procedures] tools may be used for English placement [at the community colleges] in lieu of the ACT or SAT. [English Test Scores to be Used (Minimum test scores will be set by each institution for any course listed with a test score range) English Course Enhanced ACT Recentered SAT English Critical Reading English 090, 095, 096, 097, 098 1-20 200-500 English 100 17-20 400-500 (STUDENT AND ACADEMIC AFFAIRS COMMITTEE 02/05/09) Ref. SAA-3, Page 3 of 48 English 101 – two semester 17-20 400-500 sequence English 101 21-29 510-670 English 102 30-36 680-800] 5. Mathematics Placement. [Initial placement into mathematics courses in the Nevada System of Higher Education will be based upon standardized test scores as noted below or equivalent criteria through]. In order to be placed into a college-level mathematics course, a student must achieve an ACT Math score of at least 22 or an SAT Math score of at least 500. Universities and colleges may set other scores if supported by institutional research. Additional placement decisions may also be made through formal assessment of students including departmental diagnostic tests as determined by each institution’s mathematics[’] department. Accuplacer, Compass, or other appropriate placement [procedures] tools may be used for mathematics placement [at the community colleges] in lieu of the ACT or SAT. [Mathematics Test Scores to Be Used (Minimum test scores will be set by each institution for any course listed with a test score range) Mathematics Course Enhanced ACT Math Recentered SAT Math Math 093, 095, 096 1-20 200-500] [Math 091, 093, 095, and 096 Test Scores to be Used by the Community Colleges ] [Mathematics Course Enhanced ACT Math Recentered SAT Math Math 091 Less that 17* Less than 400* Math 093 Less that 17* Less than 400* ] Math 095 17-18 400-460 Math 096 19-20 470-500 *Further diagnostic testing will establish placement. ] [A student who has an SAT score of 390 or less and/or an ACT score of 16 or less must take the Accuplacer, Compass, or other appropriate placement tests for mathematics placement at the community colleges.] [Math Test Scores to be Used by all NSHE Institutions Mathematics Course Enhanced ACT Math Recentered SAT Math Math 097 17-20 400-500 Math 120 21 510 Math 124 22 520 Math 126 22 520-530 Math 127 25-27 560-610 Math 128 25-27 560-610 Math 176 27-28 620 (STUDENT AND ACADEMIC AFFAIRS COMMITTEE 02/05/09) Ref. SAA-3, Page 4 of 48 Math 181 28 630 ] [5. The admissions policies of the Nevada System of Higher